Bibliographische Detailangaben
Beteiligte: Sullivan, Patricia
In: Journal of Technical Writing and Communication, 20, 1990, 3, S. 255-267
veröffentlicht:
SAGE Publications
Medientyp: Artikel, E-Artikel

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weitere Informationen
Umfang: 255-267
ISSN: 0047-2816
1541-3780
DOI: 10.2190/tymt-v4cc-bd67-j5eq
veröffentlicht in: Journal of Technical Writing and Communication
Sprache: Englisch
Schlagwörter:
Kollektion: SAGE Publications (CrossRef)
Inhaltsangabe

<jats:p>The visual dimension of meaning is widely accepted in technical communication. But theories (and pedagogies) that direct the making of visual meaning are still under development. A guidelines approach, a design decisions approach, and an information/reader model approach are applied as lenses for viewing the marking of meaning on an instructional page. A case study invokes these approaches to describe the visual markers students employ as they write descriptive and instructional text. Although neither group described marked their texts thoroughly, beginning technical writing majors enrolled in a writing class used fewer illustrations and visual markers than technical majors used. The difference in beginning students' performance may be due to prior reading patterns, since the difference is more pronounced in the descriptions than in the instructions. Thus, the paper proposes a longitudinal approach to sensitizing writing majors to visual cues.</jats:p>